undergraduate research what is it

• Give to Undergraduate Research

What is Undergraduate Research?

What is undergraduate research.

Research is a creative and systematic process of asking questions and discovering new knowledge. Any student, regardless of major, year, or experience, can get involved in undergraduate research.

“Find what you love! The sheer abundance of research opportunities at UW can be overwhelming. Take the time to explore what you like.” Sophia Mar Biochemistry Undergraduate

Frequently asked questions about undergraduate research:

Many students who answered these questions are Undergraduate Research Leaders (URLs) with the Office of Undergraduate Research . Click here to learn about the URL program.

Do I need prior research experience(s) to participate in undergraduate research?

No! Most people don’t have any experience with research before college, so it is more than okay to reach out before you have any formal research experience. I would encourage everyone interested in research to look into professors or researchers who conduct research on topics that you are interested in and email them to ask if they have any space in their lab! – Megana Shivakumar

View Megana’s URL profile here .

You definitely do not need prior experience to start researching as an undergrad! Most professors/UW programs supporting undergrad research are more than happy to support students through their first research experience. If you have found a topic or program that interests you, your interest is enough to make you a valuable member of the research process. Also, each research project/lab/program is completely different and will be a new starting point for each person involved even if they already have research experience. – Ruby Barone

When is a good time to start research and/or apply for a research opportunity?

Everyone has a different path to research! I started in high school through a Biomedical Sciences class and continued research at the UW through a summer program before freshman year. With this being said, you do not have to start research this early on. Some students begin research after the fall or winter quarter of Freshman year while others wait until Sophomore year. Personally, I took a break from research my sophomore year and just participated in summer research through an internship. Currently, I am starting in a different lab, so don’t worry about starting later into your undergraduate year as a junior. However, I would suggest reaching out sooner rather than later, so you do not wait until your senior year because you may not have enough time to learn whether you enjoy research or not. – Nisha BK

View Nisha’s URL profile here .

Can/should I do research before I’m in a major?

Yes! I would definitely encourage students to look into getting involved with research before they’re in their major so that you can learn more about the specific topics within your major that interest you. In addition, many PIs like to work with students earlier in their college career so that you can spend more time working in their lab and specializing in your skill set. It’s never too early to start! – Megana Shivakumar

Can I do research outside of my major?

You absolutely can! I conduct research in a Microbiology lab as a Biochemistry major. My research provides me with insight into the unique workings of biochemical assays specifically used with bacteria. For example, I research DNA replication proteins and am working to determine the biochemical mechanism of action for protein-protein interactions that are unique to bacteria using both in-vivo and in-vitro assays. Additionally, many fields are interdisciplinary in their research: in my lab, I get to work with aspects of Microbiology, Virology, Molecular Biology, and Biochemistry. Having a different major from your research topic can make you a unique asset to a research group, as you may be better equipped to answer questions in ways that come from your major compared to the field of the research you participate in. If you’re passionate about the topic, I would encourage you to pursue the research opportunity! – Tara Young

View Tara’s URL profile here .

Are there research opportunities for students in arts and humanities? (Can only STEM students get involved in research?)

This is one big misconception that I have come across at UW – that research is only STEM-related. This is wrong!! UW has tons of great opportunities for research in the humanities – for example, the Summer Institute in the Arts and Humanities is a summer program that supports students through an arts/humanities-centered research project based around a common theme (selected students also receive a financial award and course credit!). The Mary Gates Endowment awards research scholarships to students from all disciplines, and many UW professors in the arts/humanities are also happy to have students reach out to them with research interests that can be pursued on a more one-on-one level with a mentor or instructor. – Ruby Barone

What do research experiences look like in the arts/humanities? Do you bring ideas or is there an assigned project?

Research in the arts/humanities is a lot less structured than how lab-based research and experiments might flow – students can create a research style and project that is tailored to their individual topic and interests, which allows projects to take form as research essays, art forms, performances, video essays, and the list goes on. For research programs like the Summer Institute in the Arts and Humanities, and for more individualized research that one might work with a faculty member on, you are highly encouraged to bring your own interests and passions to the table. Your mentor(s) will likely provide a basic framework for the final project you are aiming to produce, but they also allow a lot of room for creativity and your own interpretation of your research to take place. For example, my last big research project took form as both a formal research project and an art piece, which ended up being displayed in UW libraries and the UW office of research. Research in the arts/humanities is very fluid, and your project’s form will likely evolve as you learn more about your topic. – Ruby Barone

If I started a research project in high school, can I continue it as an undergraduate?

If you began a research project in high school, it is absolutely up to you and your research mentor whether you want to continue it into your undergraduate career. If you feel passionate and excited about your research, don’t feel obligated to switch topics as you enter undergraduate research. However, I would say that the transition to college can be a great time to try new things and extend yourself as a researcher to learn new skills, techniques, and about new topics! You have a lot of years to experiment with new things. Anecdotally, the research I participated in during high school in seismology is completely different from the research I conduct now in microbiology, and I really value having had that experience in gaining skills in a more “dry lab” environment. Although I now work in a wet lab, there are many skills that can carry over, and it allows you to get a better sense of what excites you as a researcher. – Tara Young

How many hours per week are undergraduates expected to dedicate to research?

It depends. Most professors in STEM fields, from my understanding, expect approximately 9-12 hours per week. That said, you can fulfill these hours whenever it works best with your schedule. Moreover, all professors understand that you are a student first. If there are weeks where you have several exams, for example, or are particularly busy with schoolwork, communicate this to your research mentor! Odds are they will understand that you can’t work on your project as much as usual and it will be totally ok. – Carson Butcher

View Carson’s URL profile here .

How long (how many terms, how many hours per week) are you expected to be in a research experience?

For research in the STEM fields, mentors usually expect 10 hours per week of time commitment. However, it does not mean that you will and must do 10 hours of work every week. You would start easy with ~3 hours per week of training, getting yourself familiarized with the research methodology and protocols. As you gain familiarity and confidence in research methods, you can be more independent and conduct more experiments based on your interest, therefore spending more time in the lab. Mentors usually expect a long-term commitment of a minimum 1 year, and it is reasonable: most of the training, whether wet lab work or computational work, would require at least a quarter of training to gain confidence. You are left with two quarters (or more) of independent research to learn, grow and contribute. – Teng-Jui Lin

View Carson’s Teng-Jui’s profile here .

Can you apply to get basic research skills even if you don’t want a project or without having a specific goal in mind?

I recently transitioned to a new lab, and I do not have a specific project I am working on. I am mostly learning basic biomedical science lab bench work even though I have prior experience. My mentor encouraged me to start from the beginning as if I had no previous experience, so I can relearn the fundamentals. If you want to develop basic research skills, I would highly recommend applying because you will spend time learning techniques in the beginning and your mentor will be there to supervise you. – Nisha BK.

How do you balance schoolwork, work, life, home-life with research?

As a student who juggles a full course load and anywhere between 5-10 extracurriculars every quarter, I understand the struggle of maintaining a healthy work-life balance! Something that has always helped me is organizing my life into a calendar and being very intentional with how I spend my time. Especially when it comes to research, I set clear boundaries with my mentors about when I’ll be working. It also helps that I love everything that I do—I get to study neuroscience, do research, direct a mentorship program, and do a communications internship. It’s so rewarding when you get to do work that you are genuinely passionate about. But of course, we can’t be productive all the time. Make sure to prioritize your health and give yourself time to rest and recharge! – Shannon Hong

View Shannon’s URL profile here .

Additional Resources

• View the UW Libraries Undergraduate Research Tutorial module: Finding Your Balance

Anyone can participate in research and the Office of Undergraduate Research can help!

If you are curious about a subject and can find a mentor who is willing to support your endeavor, you can participate in research. The Office of Undergraduate Research is here to help you find research opportunities and mentors who can help you reach your goals. Check out a variety of undergraduate research projects below!

Jasmine Mae

Jasmine did undergraduate research on the Supreme Courts of the Philippines.

Learn more!

Matthew Nguyen

Matthew is pursuing research to find novel therapy for late-stage prostate cancer.

Meron Girma

Meron conducted research on healthcare accessibility within Ethiopia.

Abi worked to understand the impact of legal discourse on Seattle’s history of racially segregated schools.

Anika Lindley

Anika studied the association between aggression and social functioning in people with Autism Spectrum Disorder.

Daniel Piacitelli

Daniel studies cosmological emissions in metal spectral lines as an Astronomy and Physics student.

• Skip to main navigation
• Skip to main content

College Center for Research and Fellowships

• Our Students, Their Stories
• Undergraduate Research
• National Fellowships
• Collegiate Honors & Scholars
• CCRF Seminars: The Common Year
• CCRF General Resources for Students
• CCRF Resources for Faculty & Staff
• Connect with Us

Search form

What is undergraduate research, what is research.

Research across disciplines is the  systematic production of new knowledge . The process often includes the following:

• Developing a research question(s);
• Identifying where the research question(s) fits within existing knowledge, often accomplished through a literature review;
• Designing the method of investigating the question and securing the appropriate permissions to conduct your research;
• Collecting and analyzing data/materials, drawing conclusions from that analysis;
• Writing about, presenting and publishing your findings.

You can read more about how "research" is defined nationally by the  NSF/OECD Frascati Manual  (an applicable definition across disciplines and fields)  here .

What is undergraduate research and creative inquiry?

In keeping with national definitions, CCRF defines undergraduate research as follows: 

Undergraduate research is a scholarly or creative investigation that contributes to the systematic production of new knowledge; it is a meaningful activity undertaken with the guidance of a faculty member or other research mentor(s) and is used to enrich the College academic curriculum and student experience through enhanced critical thinking skills and a greater understanding of a chosen discipline(s) and its methodologies.

CCRF joins the  Council on Undergraduate Research  in their endorsement of scholarship by Drs. Jeffrey M. Osborn and Kerry K. Karukstis who argue that four common threads must run through  every undergraduate research activity  on any campus:

• Mentorship.  A serious, collaborative interaction between the faculty mentor and student, in which the student is intellectually engaged in the scholarly problem or project
• Originality.  The student makes a meaningful and authentic contribution to the scholarly problem or project, and the work must be entirely or partially novel
• Acceptability.  Employing techniques and methodologies that are appropriate and recognized by the discipline with a problem or project that includes a reflective and synthetic component
• Dissemination.  Includes a final tangible product for which both the process and results are peer-reviewed, juried, or judged in a manner consistent with disciplinary standards

The term “undergraduate research” encompasses faculty- or discipline-expert directed scholarly research activities and creative endeavors.  CCRF recognizes that these experiences may range from historical scholarship, curatorial research, and laboratory experiences to music composition, creative writing, dramaturgy and data analysis in the social sciences. 

Undergraduate Research at Vanderbilt

What is undergraduate research, the council for undergraduate research defines undergraduate research as “an inquiry or investigation conducted by an undergraduate student that makes an original intellectual or creative contribution to the discipline.”.

Though many people falsely assume that only professors or graduate students are involved in research, in reality research is integrated into many of our undergraduate academic courses and is featured as the capstone experience in a number of majors. Undergraduate research runs the gamut from biology research in a laboratory to music performance at a senior honors recital. While “research” may conjure images of white lab coats or stacks of leather bound library books, creative activities expand the definition of research to a modern and interdisciplinary realm. From 2D artwork to live performances to artistic historical investigations, many Vanderbilt students expand their academic experiences to a stage, a gallery, or popular media. Many of our undergraduate students also conduct interdisciplinary research across majors, fields, and schools.

Research can also take place in many places and at many times. Vanderbilt offers an exceptional number of opportunities for undergraduate students to do research over the summer, but many students also partake in research right alongside their classwork in Fall and Spring semesters. And although many students do research right here at Vanderbilt, many students also travel to other universities, other cities, other countries, or are supported by types of institutions like government laboratories or privately owned corporations and foundations. Finally, students are not limited by class year, as students from all four years regularly partake in research.

Samples of recent undergraduate research projects and creative activities include:

-Examining the relationship between speech patterns and language in music

-Traveling to New York City to study performing art as a form of activism

-Measuring lung cancer cell growth and drug response in different tissue environments

-Comparing the acoustic properties of speech for preschool students who stutter and those who do not

-Studying corruption in Latin America to predict the public’s acceptance of a military coup

-Working on an archaeological dig in Peru

-Assisting a visiting art professor build bikes with battery powered stereos

-Using an unpublished 15th century book from the Vanderbilt library collection to see how the text and images support women’s devotions in the Middle Ages

-Shadowing and analyzing the behavior of school principles in different school settings

-Creating and updating Wikipedia articles for the Vanderbilt Library Special Collections

• Getting Curious for the JHU Community
• Talking to People in the JHU community
• Taking Action for the JHU Community
• Sharing Your Story for the JHU Community
• JHU At-A-Glance
• Students and Schools
• Ready to Hire?
• Events and Outcomes
• Boundless Blue Jays
• Alumni Life Design Experience
• OneHop Alumni
• Student Mentorship
• Faculty/Staff Mentorship
• Mentorship Resources
• When U Grow Up Podcast
• ILLD Leadership
• Thought Leadership
• Imagine Center
• Media Gallery
• In the News
• Join Our Team
• Our Student Outcomes
• Global Education Office (GEO)
• Hire Hopkins
• Hopkins Connect
• Hopkins Office for Undergraduate Research (HOUR)
• Life Design Lab (LDL)
• Doctoral Life Design Studio (DLDS)
• Student Jobs at Hopkins (SMILE)
• JHU School Career Centers
• Agriculture, Food & Natural Resources
• Architecture & Construction
• Arts, Media, & Communications
• Education & Training
• Finance & Accounting
• Government & Public Administration
• Health Science
• Hospitality & Tourism
• Human Services
• Information Technology
• Law & Policy
• Operations & Logistics

A student’s guide to undergraduate research

• Share This: Share A student’s guide to undergraduate research on Facebook Share A student’s guide to undergraduate research on LinkedIn Share A student’s guide to undergraduate research on X

Originally written by Shiwei Wang for Nature journal in March 2019.

Participating in original research during your undergraduate studies can greatly expand your learning experience. However, finding the project can be a challenging task, so here’s a short but comprehensive guide that can help you get the most out of an undergraduate research opportunity.

Choose the right lab

Learn to think like a scientist. A lot of people start their undergraduate research by glancing at the faculty list and e-mailing multiple professors whose work seems interesting. Although this might get you a position somewhere, it is not the most effective approach. Before looking at labs, dive into the science to find out which areas fascinate you. Read a lot, go to talks, and talk to your professors not just about their classes, but about science in general as well.

Subscribe to e-mail newsletters from journals such as Nature and Science. Try to read research highlights and science news regularly. Podcasts and articles by, for example, Nature, Science, Scientific American or Quanta can also be interesting sources of information. Follow academics, journals and universities on Twitter. Start your undergraduate research by learning more about science, thinking like a scientist and working out what you love.

Look for questions, not subjects. You might have chosen a major to study, but don’t let this limit your search for research labs. Modern labs are interdisciplinary and very different from what you do in undergrad labs. Instead of limiting your search to your department, try to look at labs in all related departments. Choose labs on the basis of the questions they’re trying to answer.

Mentoring is as important as research. Contact group members to learn about your prospective laboratory’s environment. Are the group members close? Is the lab friendly or competitive and condescending? Is the lab head hands-off or hands-on? The size of the group is also important. If you join a small group, you’ll have a higher chance of being mentored directly by your principal investigator, whereas in a big group, you are more likely to be mentored by a postdoctoral researcher or graduate student.

Reach out with confidence. Once you’ve determined that the research programme interests you and the group dynamic is healthy, send the principal investigator an e-mail. Make sure to explain why you’re interested in working in the lab and that you have spoken to other lab members. Be patient if they don’t reply. If you don’t receive a response after a week or so, send a second e-mail or reach out in other ways, such as by asking group members to enquire for you.

Get the most out of the experience

Start your research with reading, and keep on reading. Usually, the principal investigator will assign you a mentor and a project. Ask for literature to read: learning about the state of the field and why the work is important will help you to push the project forward. Read about your field as well as other, totally unrelated fields. As an undergraduate, you have the freedom to change your major and your future plans. Make sure to strike a balance between reading and conducting experiments. It’s hard to do both at the same time, but it will make you a better scientist.

Set specific goals for yourself and let your mentors know. Think about what you want from your research and how much time you are willing to put in. Besides learning the techniques, do you want to learn how to analyse results and design experiments? Do you want to learn how to write proposals by applying for undergraduate research grants? Do you want to improve your presentation skills by going to conferences? Do you want to potentially finish a project for publication? Working out what you want to achieve will help you to direct your time effectively.

Research takes time. Don’t blame yourself if experiments don’t work or the project is not moving forward as fast as you expected. Science is about failing and trying again. Getting used to and coping with frustration is part of the learning curve of research.

Find a healthy balance. University is already a lot of work, and research will only take up more time. When planning your schedule, try to allocate large blocks of time (whole afternoons or individual days) to research. Rushing through a procedure could be unsafe and will often produce useless results. Always plan extra time for experiments. Consider working less in the lab during exam weeks so you don’t get overwhelmed. Talk to your mentor about your schedule and feelings regularly, so that you can arrange experiments at times that suit you, and you can keep on top of your mental health.

Find financial support. If you wish to do research at your own institution over the summer, your institution might offer funding to cover your expenses. If you want to go to another university, you can apply for funding from that institution’s undergraduate research programme, or from foundations, companies or academic societies. For example, the US National Science Foundation offers a Research Experiences for Undergraduates programme. Universities, foundations and academic societies might also offer grants to cover your travel expense to various conferences. Don’t let money limit what you want to do. Talk to senior students or professors, or search online to find all the opportunities!

Always think about the big picture. Your undergraduate research doesn’t define what you’re going to do after your degree. Keep reading and taking classes outside your comfort zone. Explore and learn as much as possible. Working out what you love is the best preparation you can get for the rest of your career.

Read the full article on the Nature website.

To find a research opportunity at Johns Hopkins University, visit the Hopkins Office of Undergraduate Research website .

Thank you for visiting nature.com. You are using a browser version with limited support for CSS. To obtain the best experience, we recommend you use a more up to date browser (or turn off compatibility mode in Internet Explorer). In the meantime, to ensure continued support, we are displaying the site without styles and JavaScript.

• View all journals
• Explore content
• About the journal
• Publish with us
• Sign up for alerts
• CAREER COLUMN
• 15 March 2019

A student’s guide to undergraduate research

• Shiwei Wang 0

Shiwei Wang is a junior undergraduate student studying Integrated Science and Chemistry at Northwestern University in Evanston, Illinois. Twitter: @W_Shiwei

You can also search for this author in PubMed   Google Scholar

I have thoroughly enjoyed my experience working in a materials-chemistry laboratory at Northwestern University in Evanston, Illinois, for the past two years. Being able to mix an undergraduate education with original research in a proper laboratory has been a fantastic opportunity.

Access options

Access Nature and 54 other Nature Portfolio journals

Get Nature+, our best-value online-access subscription

24,99 € / 30 days

cancel any time

Subscribe to this journal

Receive 51 print issues and online access

185,98 € per year

only 3,65 € per issue

Rent or buy this article

Prices vary by article type

Prices may be subject to local taxes which are calculated during checkout

doi: https://doi.org/10.1038/d41586-019-00871-x

This is an article from the Nature Careers Community, a place for Nature readers to share their professional experiences and advice. Guest posts are encouraged. You can get in touch with the editor at [email protected].

Wang, S. et al. Preprint at ChemRxiv https://doi.org/10.26434/chemrxiv.7824707.v2 (2019).

Download references

Related Articles

Bring training forward for undergraduate researchers

Tales of a migratory marine biologist

Career Feature 28 AUG 24

Nail your tech-industry interviews with these six techniques

Career Column 28 AUG 24

How to harness AI’s potential in research — responsibly and ethically

Career Feature 23 AUG 24

Binning out-of-date chemicals? Somebody think about the carbon!

Correspondence 27 AUG 24

Post Doctoral Research Scientist

Post-Doctoral Research Scientist Position in Human Transplant Immunology at the Columbia Center for Translational Immunology in New York, NY

New York City, New York (US)

Columbia Center for Translational Immunoogy

Postdoctoral Associate- Neuromodulation and Computational Psychiatry

Houston, Texas (US)

Baylor College of Medicine (BCM)

Postdoctoral Fellow

Modeling Autism Spectrum Disorders using genetically modified human stem cell-derived brain organoids and mouse models.

Weill Cornell Medical College

Scientific Visualization Developer

APPLICATION CLOSING DATE: September 29th, 2024   About the institute Human Technopole (HT) is an interdisciplinary life science research institute,...

Human Technopole

Faculty Positions Open, ShanghaiTech University

6 major schools are now hiring faculty members.

Shanghai, China

ShanghaiTech University

Sign up for the Nature Briefing newsletter — what matters in science, free to your inbox daily.

Quick links

• Explore articles by subject
• Guide to authors
• Editorial policies

You are using an outdated browser. Please upgrade your browser to improve your experience.

• Undergraduate Research

You are in a modal window. Press the escape key to exit.

• News & Events
• See programs

Common Searches

• Why is it called Johns Hopkins?
• What majors and minors are offered?
• Where can I find information about graduate programs?
• How much is tuition?
• What financial aid packages are available?
• How do I apply?
• How do I get to campus?
• Where can I find job listings?
• Where can I log in to myJHU?
• Where can I log in to SIS?
• University Leadership
• History & Mission
• Diversity & Inclusion
• Notable Alumni
• Hopkins in the Community
• Hopkins in D.C.
• Hopkins Around the World
• News from Johns Hopkins
• Undergraduate Studies
• Graduate Studies
• Online Studies
• Part-Time & Non-Degree Programs
• Summer Programs
• Academic Calendars
• Advanced International Studies
• Applied Physics Laboratory
• Arts & Sciences
• Engineering
• Peabody Conservatory
• Public Health
• Undergraduate Admissions
• Graduate Admissions
• Plan a Visit
• Tuition & Costs
• Financial Aid
• Innovation & Incubation
• Bloomberg Distinguished Professors
• Our Campuses
• About Baltimore
• Housing & Dining
• Arts & Culture
• Health & Wellness
• Disability Services
• Calendar of Events
• Maps & Directions
• Contact the University
• Employment Opportunities
• Give to the University
• For Parents
• For News Media
• Office of the President
• Office of the Provost
• Gilman’s Inaugural Address
• Academic Support
• Study Abroad
• Nobel Prize winners
• Homewood Campus
• Emergency Contact Information

As  America’s first research university , we have been tackling difficult questions and finding answers since 1876.

Every day, our faculty and students work side by side in a tireless pursuit of discovery, continuing our founding mission to bring knowledge to the world. Whether you study engineering, chemistry, music, anthropology, or all of the above, every student here—no matter his or her major—is an investigator.

You can find research in whatever field you want because everyone here is doing some sort of research, and you can help out.

Explore supernovae alongside a Nobel laureate. Learn how to make music with lasers . Create devices that will save lives in impoverished countries . Take a grand tour of the cities that inspired some of the Western world’s great thinkers—Venice, Florence, Paris, or London.

At Hopkins, you can do all of the above. The possibilities are limited only by your imagination.

Two juniors named Goldwater Scholars

Program funds undergraduate summer research experiences

Rising senior earns Beinecke Scholarship

Programs & fellowships.

• Provost’s Undergraduate Research Awards : Receive up to $3,000 and be paired with a full-time faculty sponsor for research on any topic of your choosing
• Woodrow Wilson Undergraduate Research Fellowship Program : Engage in hands-on, independent learning with faculty mentors and receive funding of up to $10,000 over four years
• ASPIRE grants : Promote independent research projects among undergrads in the School of Arts and Sciences; awards range from $500 to $4,500 per academic year

Learn more:

• Hopkins Office of Undergraduate Research
• Student research opportunities at the School of Engineering
• Student research opportunities at the School of Arts and Sciences

• Johns Hopkins University
• Address Baltimore, Maryland
• Phone number 410-516-8000
• © 2024 Johns Hopkins University. All rights reserved.
• Schools & Divisions
• Admissions & Aid
• Research & Faculty
• Campus Life
• University Policies and Statements
• Privacy Statement
• Title IX Information and Resources
• Higher Education Act Disclosures
• Clery Disclosure
• Accessibility

Secondary Menu

• Events & Workshops
• Join our Listserv!
• Guide to Undergraduate Research at Duke

Duke is among the top universities for research, but when you think of research, do you think of undergraduates?

If you answered no, think again. Research isn’t only for faculty or graduate students; undergrads can begin participating in research in a multitude of ways from as early as their first year at Duke.

The  Directors of Academic Engagement , faculty, and students from across Duke took time this year to explain the value of research experiences for undergraduates and break down the elusive process of finding a research project.

From Dance and English, Political Science and Psychology, to Biology and Neuroscience, these Duke researchers demonstrate the various types of opportunities available to students in all areas of Duke while breaking down myths that research is out of reach.

 Welcome to Undergraduate Research at Duke 

Start with a passion

If students feel overwhelmed by the options available to them, they aren’t alone, says  Bridgette Hard , professor of the practice of  Psychology & Neuroscience . There are many options for students at Duke to pursue research, whether through independent study or work with individual faculty mentors,  summer research programs  or through established, interdisciplinary programs like  Bass Connections .

The first step in research is taking a step — any step — especially if it is still the first year.

What is successful research?

Sometimes research fails. You uncover information or results that you didn’t expect. Plans fall apart, or new hurdles appear along the way. What’s next? Duke researchers discuss why this isn’t necessarily a bad thing and how “failing” research might actually be successful in the long run. 

“Nothing is unproductive in research…and nothing is unproductive in the way you get involved in research at Duke. Everything is a learning process,” says Director of Academic Engagement Jules Odendahl-James.

Finding partners in research

At Duke, there are many avenues to connect to others doing research and lots of people who are interested in helping. The key is finding the right people.

“The institution is resource rich,” says  Iyun Ashani Harrison , associate professor of the practice in  Dance . “Access to intellectuals, to ideas, it influences your processes, your research, how you imagine yourself in the world and what you might be able to do.”

The unexpected gifts of research

The benefits of engaging in research aren’t limited merely to research outcomes.

“Meeting people that you didn’t know you should know,” is one of the most important outcomes of participating in research according to  Candis Watts Smith , associate professor of  Political Science . Listen as other faculty and students share the benefits they have found from participating in research at Duke.

To take the next step — or the first step — in exploring research opportunities at Duke, students can visit this  page for   many resources on identifying mentors conducting research of interest and ideas for contacting potential mentors. 

• Getting Started in Research
• Undergrad Research Calendar
• Honors Theses
• Explore Research by Department
• Compensation for International Students
• Research Abroad: Safety Considerations
• Human Subjects: Institutional Review Board
• Responsible Conduct of Research Training and Tutorials
• Frequently Asked Questions
• URS Academic Term Grants
• Program II Research Funds
• Duke Opportunities
• Opportunities Database
• Non-Duke Opportunities
• Resources for Presentations
• Undergraduate Research Journals
• Student Team Grants
• Eligibility & Requirements
• Application Instructions
• Background & Facts
• Duke ASP Faculty Mentors
• Duke ASP Scholars
• Financial Support
• Contact the Amgen Scholars Program
• PRIME-Cancer Research Program Mentors
• Student Stories
• Student Advisory Council
• Annual Undergraduate Research Symposium
• 2024 Symposium Abstract Booklets
• Previous Abstract Books

• Skip to Content
• Skip to Main Navigation
• Skip to Search

Indiana University Bloomington Indiana University Bloomington IU Bloomington

Undergraduate Research

• Engaged Learning
• Getting Started
• What is Undergraduate Research?

Research happens when scholars use evidence to find answers to questions that previously had none. In other word, researchers  create knowledge . 

Research takes place when laboratory scientists discover something new about our world—but also when creative artists reveal a new truth about the human experience. 

IU Undergraduate Research supports student involvement in the scholarly activities pursued in all fields. Regardless of your major, there are opportunities to get involved! 

• Mission & Vision
• Research Ambassadors
• Support Engaged Learning
• Why do Undergraduate Research?
• First Steps
• Graduate Students
• Mentoring Resources
• STEM Summer Research
• Project STEM High School Summer Research Program
• Advanced Summer Research Scholarships
• Federal Work Study Research Assistant Program
• Travel Funding
• Additional Campus Programs and Resources
• IU Journal of Undergraduate Research
• IU Undergraduate Research Conference
• Summer Posters
• Undergraduate Research Month
• Student Spotlights
• News and Events

Our websites may use cookies to personalize and enhance your experience. By continuing without changing your cookie settings, you agree to this collection. For more information, please see our University Websites Privacy Notice .

Office of Undergraduate Research

Why undergraduate research.

Developing mentoring relationships

Mentors play a critically important role in students’ research and creative experiences, challenging students to try new things and offering a window onto the thinking of an experienced researcher or practitioner. A mentor who knows you well can advise you about your undergraduate career and your next steps after graduation; s/he will also be able to write a more detailed letter of recommendation than a professor who knows you only in a classroom context.

> What do students say?

Making a big campus feel smaller.

Participation in research, scholarship, or creative activity can help you find your niche on campus. The close relationships that are developed through sustained work together give a sense of community to research groups, labs, and teams.

Changing your perspective on ignorance and failure

Scholarly inquiry has a way of putting all that you do not know into stark relief, while rarely working quite as expected. As you learn to think like a researcher, you begin to see ignorance and failure not as personal shortcomings but as opportunities to ask questions, reframe problems, and try new approaches.

Cultivating an understanding of research design and methodology

Hands-on experience conducting original research supports students’ understanding of how to design investigations, how to make appropriate methodological choices, and how to implement different techniques and methods.

Developing a range of transferable skills

While some of your learning will be research-specific, undergraduate research also develops transferable skills with broad application, including critical thinking, problem solving, communication, collaboration, and independence.

Exploring career and graduate education options

Undergraduate research and creative activity offer students opportunities to gain hands-on experience in fields of interest to them. This experience often prompts realizations about what kinds of work students enjoy most and what career paths they wish to pursue.

Search this site

Oregon news menu, oregon news, undergraduate research: what it is, why it matters.

The UO’s burgeoning undergraduate research program reflects the work of Josh Snodgrass , associate vice provost for undergraduate studies, and Kevin Hatfield , director of academic residential and research initiatives. They explained to OQ the role of undergraduate projects in student growth.

What is undergraduate research and why does it matter?

Josh Snodgrass: People hear “research” and they think microscopes and petri dishes, but it’s broader than that—it’s really just the creation of new knowledge. That could be the sciences, social sciences, arts, humanities, even the professional schools. It’s taking the skills undergraduates learn in class and applying them to a complicated problem or an unanswered question, adding something to a topic that interests them, or producing original work—a thesis or an experiment or even a piece of music.

Kevin Hatfield: Research creates flexible, independent thinkers—students who think outside of the box to solve problems. That’s what employers want, regardless of the major. Doing research teaches you to read critically, to analyze information. You learn to be patient and persistent.

It’s an especially effective way to teach, and undergrads who do research have a leg up for distinguished scholarships. They also develop relationships with faculty members and graduate students that help them get into graduate school or start careers.

What do you tell parents who believe their kids should focus on gaining technical skills?

The problems we need to solve in society are not easy ones, and they’re going to require students to apply themselves in situations they haven’t anticipated—to go above and beyond. That’s research.

Why does the University of Oregon prioritize undergraduate research?

KH: It’s what we do best as a research university. We’re engaging students in knowledge creation—this is different from a community college, from most small liberal-arts colleges. It’s different from the online degree environment. The data show that this type of “experiential learning”—learning by doing—is an especially effective way to work with course material.

What are some examples of undergraduate research?

JS: Check out the Undergraduate Research Symposium . This year we had more than 380 participants, and all eight undergraduate colleges were represented. As you’d expect, there were lots of projects in the natural sciences—biology, human physiology, environmental studies, students looking at climate change or cell structure. But we also had projects on dance and film, indigenous peoples, Greek life, jazz, space travel—even lemon meringue pie.

What’s the Undergraduate Research Symposium?

JS: The symposium is a daylong event at which undergraduates present their projects through poster or oral presentations and panel discussions. It’s a great way to get experience for a research conference and to connect with peers and faculty members. You learn how to talk about your work, how to answer questions.

Students are demanding undergraduate research opportunities because they see that as important to building their résumé and getting a job or getting into graduate school. The numbers at the symposium are clear: In the eight years we’ve run it, the number of presentations and student presenters has increased fivefold. This year, we had 310 presentations and 382 student presenters.

How does an undergraduate start in research?

JS: Reach out to a professor working on something you find interesting. If that doesn’t work, or if you’re uncomfortable doing so, contact the Center for Undergraduate Research and Engagement . The center can connect you to research opportunities, provide funding support, and help you showcase your work on campus or even across the state and nation.

KH: Another great way for first-year students to get their feet wet is with the ARCs —academic residential communities. These communities are a proven approach for student success, such as grade point average, retention, and graduating on time. They build a sense of belonging—it’s like an academic family, which is especially important at a large university.

Students in the ARCs live and take classes together on a topic of shared interest—music, social activism, Native American and indigenous studies, LGBTQIA+, or media and social action, to name a few.

Kevin, I know you’re excited about the work done by students to interview Native Americans. What’s the project?

KH: Students in the Native American and Indigenous Studies ARC live together in Kalapuya Ilihi Hall and take classes together, including a yearlong seminar in which they learn what research is and work on actual projects.

One of the recent projects was the “Indigenous UO” digital map . Students selected more than 20 sites on campus that are associated with Native American history and culture—location of the first UO Longhouse, for example. Each student takes a different site and does a mini–research project to provide information about that site—they get information from UO Libraries’ archives, they talk to tribal elders and community members and others who are involved in the ARC project. Then they write a two-page narrative for that spot.

That information was transferred to a digital format. Now, when you take a tour of campus, you can see on your phone the spots that have more information that can be accessed about the Native American experience. It’s interactive—and soon you can listen to an oral interview.

All of the ARCs have a project like that. It demystifies the whole process of doing research and it sets up students to work with faculty members in the future.

Same question, Josh—do you have a favorite undergraduate research story?

JS: Sandra Dorning (BS ’17, marine biology). She did a number of projects at the Oregon Institute of Marine Biology—everything from whales to threatened ecosystems. She did a project on a “sea squirt” species threatening an estuary in the Coos River.

Sandra went on to win a Marshall Scholarship (as many as 40 young Americans receive the scholarship annually to pursue graduate degrees free in the United Kingdom). When she applied for the scholarship, she had a track record of doing research and letters of recommendation from people in her corner, helping her with her application.

The people who are going to be competitive for these types of scholarships are the ones who have been deeply engaged in undergraduate research.

—By Matt Cooper, University Communications

• Office of Undergraduate Research
• Current Students
• Online Only Students
• Faculty & Staff
• Parents & Family
• Alumni & Friends
• Community & Business
• Student Life
• Student Assistants
• Latest News
• What is Research
• Get Started
• First-Year Scholars Program
• Current Research Projects
• Involvement Opportunities
• Undergraduate Research Space
• About to Graduate?
• Find Undergraduate Researchers
• Request a Classroom Visit
• Presenting and Publishing
• Workshops and Training
• Office of Research

What is Research...

Explore the possibilities.

What is undergraduate research?  

According to the Council on Undergraduate Research (CUR), it is: “A mentored investigation or creative inquiry conducted by undergraduates that seeks to make a scholarly or artistic contribution to knowledge.” https://www.cur.org/about/what-is-undergraduate-research/  

Undergraduate research projects are mentored by a faculty or staff member with expertise in the research methods of his or her discipline. The project should make a unique contribution to the literature in the student's field(s). It is strongly encouraged that the student present or publish the project. After all, if you "make an original intellectual or creative contribution to your discipline," you need to let others know about it so they can learn from and build on your work.

Why should I get involved in undergraduate research?

Undergraduate research is one of the ten “high-impact educational practices” that promote deep learning and engage students (Kuh, 2008). There are numerous benefits associated with undergraduate research – for example, increased retention, progression, & graduation rates, increased rates of attending graduate school, better success once in graduate school, improvements in critical thinking, improvements in writing and public speaking, etc. (Bauer & Bennett, 2003; Hathaway et al., 2002; Nagda et al., 1998; Nnadozie et al., 2001). In general, you’ll become professionally socialized through your undergraduate research experiences; you’ll learn professional conduct and begin to acquire the skills and attitudes associated with your discipline (Hunter et al., 2006; Lopatto, 2007; Seymour et al., 2004). And finally, undergraduate research has been shown to involve the competencies that employers want from college graduates ( Mekolichick, 2021 ).

Bauer, K. W., & Bennett, J. S. (2003). Alumni perceptions used to assess undergraduate research experience. Journal of Higher Education, 74 , 210–230.

Hathaway, R. S., Nagda, B. A., & Gregerman, S. R. (2002). The relationship of undergraduate research participation to graduate and professional education pursuit: An empirical study. Journal of College Student Development, 43 , 614–631.

Hunter, A., Laursen, S. L., & Seymour, E. (2006). Becoming a scientist: The role of undergraduate research in students’ cognitive, personal, and professional development. Science Education, 91 , 36–74.

Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter . Washington, DC: Association of American Colleges and Universities.

Lopatto, D. (2007). Undergraduate research experiences support science career decisions and active learning. CBE-Life Sciences Education, 6 , 297–306.

Nagda, B. A., Gregerman, S. R., Jonides, J., von Hippel, W., & Lerner, J. S. (1998). Undergraduate student-faculty research partnerships affect student retention. The Review of Higher Education, 22 , 55–72.

Nnadozie, E., Ishiyama, J., & Chon, J. (2001). Undergraduate research internships and graduate school success. Journal of College Student Development, 42 , 145–156.

Mekolichick, J. (2021, November). Mapping the impacts of undergraduate research, scholarship, and creative inquiry experiences to the NACE career readiness competencies. National Association of Colleges and Employers (NACE) . Retrieved from https://www.naceweb.org/career-readiness/competencies/mapping-the-impacts-of-undergraduate-research-scholarship-and-creative-inquiry-experiences-to-the-nace-career-readiness-competencies/  

Seymour, E., Hunter, A., Laursen, S. L., & Deantoni, T. (2004). Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three-year study. Science Education, 88 , 493–534.

Contact Info

Kennesaw Campus 1000 Chastain Road Kennesaw, GA 30144

Marietta Campus 1100 South Marietta Pkwy Marietta, GA 30060

Campus Maps

Phone 470-KSU-INFO (470-578-4636)

kennesaw.edu/info

Media Resources

Resources For

Related Links

• Financial Aid
• Degrees, Majors & Programs
• Job Opportunities
• Campus Security
• Global Education
• Sustainability
• Accessibility

470-KSU-INFO (470-578-4636)

© 2024 Kennesaw State University. All Rights Reserved.

• Privacy Statement
• Accreditation
• Emergency Information
• Report a Concern
• Open Records
• Human Trafficking Notice

Undergraduate Research Hub

• Undergraduate Research at U of T
• Types of Undergraduate Research
• Conferences, Journals and Recognition
• Student Stories
• Undergraduate Research Explorer

What is Research?

• Why Research?
• Identifying Research Areas
• Getting Involved
• Applying to Research Opportunities
• Making the Most of Your Research Opportunity
• Research Supports & Resources
• Value of Undergraduate Research at U of T
• Recruiting Undergraduate Researchers
• Working with Undergraduate Researchers
• Funding Opportunities
• Other Ways to Support Students in Undergraduate Research
• Guidelines & Procedures

Research is a process of seeking, exploring and analyzing information to gain knowledge and answer specific questions. 

At the University of Toronto, every undergraduate student’s pathway through research is unique and varied based on: your research interests and curiosities, your approach to research and the ways in which you choose to participate. Indeed, what research means to you might look very different to what research means to your colleague sitting next to you in lecture. 

To help you navigate research opportunities, you will find a listing of the multiple research types that you will encounter at the University of Toronto. Each research type outlines different considerations as you determine your pathways for engaging with research.  

What does it mean to be a researcher?

It’s your research journey! From coursework to participating in an international research experience to undertaking a research fellowship / studentship , what it means to be a researcher is unique to you and largely up to the pathways and experiences you pursue. You can learn more about what being a researcher has meant to other U of T undergraduate students by reviewing their research stories.

Navigating the Undergraduate Research Hub

The Undergraduate Research Hub is designed to support you in navigating research opportunities at the University of Toronto. While each section builds on the previous one, you might find yourself at a place in your research journey where you’re ready to skip ahead. If you’re ready to look for specific research and funding opportunities, review the Undergraduate Research Explorer ! If you already have a research opportunity, you might consider how to make the most of it . If you come across a research term, and are unsure what it means check out this glossary . Or if you have questions about intellectual property and research ethics, you may want to visit the Guidelines & Procedures . 

• Faculty Stories
• Commitment to EDIAI

What Is Undergraduate Research

Undergraduate research, scholarship and creative activities lead to new knowledge, improve problem solving capabilities, offer original or historical theory and interpretation, or produce art or creative performances. Undergraduate students are an integral part of the research, scholarship, and creative activities that take place at WSU to bring knowledge to our world. WSU as an institution is acclaimed nationally for its high level of research activity.

Key Components of Undergraduate Research

Undergraduate research, scholarship, and creative activities in all majors and disciplines have four key components.

• Originality: Projects should involve a meaningful contribution to the discipline.
• Mentorship: Efforts will be conducted with the guidance of an expert.
• Methodology: Projects must use techniques or methods that are appropriate to the field of study.
• Dissemination: Results produced are worthy of sharing with others so that collective knowledge can be advanced.

Examples of Research Projects

The possibilities of research areas available for you to work on as an undergraduate researcher at WSU are impressively numerous and varied. Regardless of your discipline, you will be able to find a research project that matches your academic interests, and your personal and professional career goals.

In the humanities , arts , and social sciences , for example, your creative activities, scholarship, or research could lead you to:

• Compose music for an instrument that you built from a vacuum cleaner.
• Write dialogue for a VR video game script.
• Fire pottery in a kiln modified to amplify solar power.
• Investigate historical records to see how intercultural communities evolve.

In science , technology , engineering , and mathematics , you might:

• Put on a white coat and neoprene gloves before sequencing unknown genomes in a sterile laboratory.
• Get your hands dirty as you develop new methods of shaping metal parts for your aero-robot.
• Design new catalysts that enable you to burn renewable biodiesel in place of conventional diesel.
• Engineer a parallel computing platform based on GPUs to speed analysis of large biological data sets.

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• Int J Exerc Sci

Undergraduate Research: Importance, Benefits, and Challenges

Developing and maintaining undergraduate research programs benefits students, faculty mentors, and the university. Incorporating a research component along with a sound academic foundation enables students to develop independent critical thinking skills along with oral and written communication skills. The research process impacts valuable learning objectives that have lasting influence as undergraduates prepare for professional service. Faculty members at teaching intensive institutions can enhance learning experiences for students while benefiting from a productive research agenda. The university in turn benefits from presentations and publications that serve to increase visibility in the scientific community. Whether projects are derived through student-generated or mentor-generated means, students benefit from completion of exposure to the hypothesis-driven scientific method.

Does research have an appropriate place in the undergraduate curriculum of an exercise science-based department? Published findings, as well as personal experience, suggest that developing and maintaining undergraduate research benefits the students, the faculty mentors, the university or institution, and eventually society at large. Additionally, the scientific community places increasing importance on research performed at primarily undergraduate institutions. Since 1978, the Council on Undergraduate Research has promoted research opportunities for faculty and students at predominantly undergraduate institutions. This national organization of individual and institutional members currently represents over 900 colleges and universities with 3,000 members ( 1 ). The National Conferences for Undergraduate Research provides a venue for undergraduates to present findings at an annual meeting which featured 2,800 presenters in 2008 ( 4 ).

Our belief is that an exercise science curriculum provides students the opportunity to become responsible professionals of competence and integrity in the area of health and human performance. The components necessary for professional competency in exercise-related fields include an understanding of the basic concepts and literature in the health-related specialty that is being studied and knowledge of the terminology or technical language used professionally. Incorporation of research methodology and the hypothesis-driven scientific process can build on this foundation through the development of independent critical thinking skills as well as oral and written communication skills. Independent thinking can instill in the undergraduate student the confidence to form one’s own conclusion based on available evidence. Undergraduate students who took classes in the same department where the research projects occurred reported having increased independence of thought, a more intrinsic motivation to learn, and a more active role in learning ( 3 ). Thus, the research process has a very favorable impact on valuable learning objectives as undergraduates prepare for their respective professions.

Further benefits to the student have been reported and disseminated from the SURE study (Survey of Undergraduate Research Experiences) ( 3 ). Undergraduate students who completed a mentored research program identified multiple areas from which they benefited. Of interest to us as advisors of an undergraduate research curriculum were the following items, which were reported as being positively impacted by the research experience (for a complete list, see Figure 1 of Ref. 3 ):

• Understanding the research process
• Understanding how scientists work on problems
• Learning lab techniques
• Developing skills in the interpretation of results
• The ability to analyze data
• The ability to integrate theory and practice

However, participation in an undergraduate research experience also benefited students in areas that can reach beyond academia ( 3 ).

• Having tolerance for obstacles
• Learning to work independently
• Understanding how knowledge is constructed
• Self confidence
• Understanding that assertions require supporting evidence
• Clarification of a career path

These benefits persisted after a 9-month follow-up survey, suggesting some lasting changes in undergraduates’ perceptions of the value of research. The fact that participation in undergraduate research helps students clarify a career path is valuable not only for the student, but for society at large. Students who complete an undergraduate research opportunity report increased interest in careers in the areas of science, technology, engineering, or mathematics ( 7 ). After an undergraduate research experience, 68% of students stated they had some increased interest in pursuing a STEM career (i.e. Science, Technology, Engineering, or Mathematics) ( 7 ). Additionally, 29% developed a new expectation of obtaining a PhD due to the experience of undergraduate research ( 7 ). This increased interest in careers in STEM benefits society at large as students develop interest in highly skilled professions that promote independence, collaboration, and innovation.

One of our own students, in response to a departmental exit survey stated, “research methodology is an important portion of the curriculum because graduate schools and supervisors are impressed when they see this on your resume, plus it’s a great experience.” We certainly believe undergraduate research to be an advantage when seeking post-graduate training; however, experience in research methodology is beneficial to all students not just those seeking further training after graduation. Ethical study and application of the scientific process develops critical thinking and independence necessary for achieving the highest standards of quality in scholarship, service and leadership. Developing skills in critical thinking and communication will allow students to emerge as leaders in multiple professions after graduation.

Faculty mentors also benefit from the undergraduate research process. The faculty mentor can initiate or continue a productive research agenda while at a teaching intensive institution. Interactions with students in the research process can enhance teaching ( 1 ) through the use of the scientific process as a class objective and by incorporating lab skills into the research process. This again facilitates the students moving from classroom theory to practical experience to solidify learning. Further, the university or institution will benefit from the publications, abstracts, and local, regional, national, or international presentations that increase visibility in the scientific community.

The scientific community also recognizes the importance of undergraduate research. Several national agencies have directly identified undergraduate research for funding initiatives. Funding for undergraduate research has been specifically identified by National Science Foundation which recently allocated $33 million for the Research Experiences for Undergraduates Program (REU) ( 6 ). This competitive mechanism typically funds an undergraduate student for a 10 week mentored project with a $3,000 – 4,000 stipend. The National Institute of Health has also announced the R15 mechanism or AREA grant which can provide an institution with up to $150,000 over 1 to 3 years for faculty mentored research at traditionally teaching institutions ( 5 ). An additional national funding opportunity for undergraduate students is the Howard Hughes Undergraduate Research Fellows Program providing a $2,600 stipend and possible tuition waiver ( 2 ).

Fifteen years ago, the faculty in our department had the foresight to require each senior to complete an individual research project. The implementation of a research project was quite a progressive idea for 1993, particularly in an undergraduate department housed within a liberal arts university whose mission was almost exclusively teaching focused. At the time, students in our department designed their projects, collected data, and presented their results in a single 15 week semester. The process of completing the research project has endured numerous transformations throughout the years and has morphed into its current state, a year-long faculty mentored research endeavor. The students learn research methodology and develop their research projects in one semester, while data is collected, analyzed, and presented during the second semester. The capstone assignments for the research projects include a journal-style manuscript, a poster presentation, and an oral presentation given to the faculty and staff of the department. Additionally, all students are required to present their research at local or state conferences and many have gone on to present at regional, national, and even international conferences.

Two schools of thought predominate when determining the research topics: a student-generated research topic versus a mentor-generated research topic. The former requires the student to perform a thorough literature review prior to the development of the project to ensure the project is novel. The student must then develop his or her own faculty-mentored methodology in order to appropriately answer the research question. This method provides a well-rounded research experience; however, the projects tend to be less sophisticated when compared to the mentor-generated projects. The more classic, mentor-generated projects often provide students with the opportunity for greater exposure to advanced laboratory techniques. However, as these projects are ongoing the student has less input into research design and methodology. Each method has its unique benefits and limitations, yet both result in excellent research experiences for the students. The decision to choose one method over the other often is dictated by the interests and future goals of the individual student. Those students who are interested in graduate or professional school tend to migrate towards mentor-generated projects in order to gain additional laboratory experience, though students can and often do chose a student-generated projects.

As we look to the future of our undergraduate research program, we continue to pursue opportunities to improve the quality of instruction and mentoring provided to our students with the hope that this will enrich the research experience for our students. We believe the greatest limitation to an established undergraduate research curriculum is monetary support. Many universities have an Undergraduate Research Office that provides small stipends for the students to travel and present research. We have found that our students are willing to present at regional or national conferences, but many do not have the funds for travel, registration, and professional membership dues, and therefore, often choose not to present their research. Thus, if we desire our students to gain the valuable experience of presenting at larger conferences (other than state or local), the financial burden lies with the student and/or the department. However, the precedent has been set within our university and other universities to seek external donations from community members who are committed to the development of future scientists. Such donations could provide the stimulus for increased research activity by making available stipends for students as well as for faculty mentors. The additional financial support would not only increase the quality of the research projects, but could also provide the much-needed support for students to present their data at larger conferences.

As faculty, we believe the research experience is extremely valuable for our students. It provides multiple benefits to students and faculty, as described above. However, those that have mentored research projects know it can be a trying or frustrating experience at times. Therefore, it is particularly gratifying to hear our students speak positively about the research process. One student reported last year, “I am really glad that I had the opportunity to complete a research project. It is an excellent tool for learning how to perform research, but also it has taught me skills I can use to complete any task.” For our purposes, this may be the primary goal of undergraduate research: students learn how to perform research, but they also learn problem-solving skills that translate to arenas beyond the classroom or laboratory.

Jump to main content

• College-Bound Colorado

What does undergraduate research really look like?

When people say, “research”, what do they mean? A quick search on the internet, usually. But in college, research takes on a whole new meaning.

Jason Keller February 22, 2019

When people say “research,” what do they mean? A quick search on the internet, usually. But in college, research takes on a whole new meaning. At its core, research is looking for the answer to a question that someone else hasn't already answered, building on the body of human knowledge. It's a key part of graduate programs and many career fields — so it's especially valuable to start getting research experience as an undergraduate.

Undergraduate research experience can look like a number of things, according to Janice Dickensheets, faculty fellow in the Office of Undergraduate Research at UNC. It can range from formal, clinical studies, to helping run a publication (like UNC's PUGS or UAP ), to creative works and beyond.

Research seeks to answer questions you can’t look up on your own or to develop things not yet created.

Research should present falsifiable claims and findings that haven't been uncovered yet. A falsifiable claim is a claim that can be disproven by countering studies or statements. As the blog Explorable puts it:

Falsifiability is the assertion that for any hypothesis to have credence, it must be inherently disprovable before it can become accepted as a scientific hypothesis or theory.

Basically, the more a piece of research can stand up to scholarly critiques, the more compelling the research. It should have some mechanism which might allow others to disprove it. This is an important part of the scientific method. Creative work, naturally, is an original piece, and might not be falsifiable.

Every research topic looks different.

The research approach for undergraduates differs depending on the field and focus of research, Dickensheets says. Some common types include working with faculty on their research, enrolling in a research program and conducting your own studies, or even creative endeavors. The actual nature of your research could carry you to the lab to conduct experiments and dissections or across the world to study poaching of endangered animals.

A lot of the time, it’s interdisciplinary.

Undergraduate research can cross disciplines. A student studying cello techniques of the 19th and 20th century might also need to conduct statistical analyses to understand which notes appear most often. Or a doctor trying to figure out if a medicine works could not only take detailed blood samples, but also ask the subjects how the medicine made them feel and then write up a paper on it.

Research can be artistic.

In some institutions, research might look like a manuscript, a book of poems or a sculpture. More traditional types of research include qualitative research (finding answers about the quality of something, such as by interviewing someone about their experience being raised by their grandparents) and quantitative research (using numbers to find answers, such as by conducting a survey where people answer questions about being raised by their grandparents "on a scale of 1-7").

It’s possible to get grants or even get paid.

Some research institutions, such as UNC, provide funds to help facilitate research, fund studies and present at conferences. In some institutions, it might even be possible for undergraduate researchers to take a paid research position in lieu of a job, earning them research experience and also payment. UNC offers stipends and grants to its undergraduate researchers.

Research can be a great way to improve critical thinking…

According to both Dickensheets and a paper written at Samford University by John K. Petrella and Alan P. Jung, undergraduate research can help students understand how the scientific method works or aid them in their ability to answer difficult or abstract questions.

“I think the biggest benefit to undergraduate research is the ability to be a critical thinker. It is one of the places where a student can’t just get away with memorizing and regurgitating answers. They have to think about the question at hand. Figure out what research the world has already done, and posit a solution, interpretation or summarization (generally) of that research, often providing answers or other questions that can become the impetus for additional research.” – Janice Dickensheets

Meet mentors…

Undergraduate research likely will require you to have a faculty member standing by to help you conduct and refine your research or answer any questions you might have. Often times the student will be asked to go and find their own faculty mentor, so it’s important to find one that aligns with your research interests. 

…or position yourself well for graduate school.

“You go to graduate school to do research, so they want to know that you can do research and that you’ll be good at it,” says Matthew Paoletti, then a graduate student studying for his doctorate in physics, in a 2007 Sciencemag.org article . According to the article, 74 percent of graduate students in chemistry had some research experience prior to grad school. A good GPA isn’t nearly as impressive to admissions counselors as a published paper is, according to the University of Illinois press . 

Interested in researching at the undergraduate level? Come visit UNC, and visit the Office of Undergraduate Research and the Honors Program .

• Jason Keller
• College Prep
• Graduate School

Featured Posts:

• Parting wisdom from a college senior May 04, 2018
• "What I'd tell my younger self" January 08, 2018

Recent Posts:

• Tweaking your truth detector for college March 05, 2019
• Chromebooks and college: Do they mix? February 26, 2019
• What does undergraduate research really look like? February 22, 2019

Available Tags:

• Academics (9)
• Advice (34)
• AmeliaBuzzell (4)
• AmeliaConti (1)
• BrittanyRiley (1)
• CampusLiving (6)
• CollegeDecision (1)
• CollegePrep (7)
• CollegeSearch (5)
• DeborahMoors (1)
• Finance (1)
• FinancialAid (3)
• GraduateSchool (1)
• JasonKeller (20)
• LibbyHarrington (1)
• MacyJordahl (2)
• NatalieTanner (5)
• OliviaEllison (3)
• Orientation (1)
• PepTalksWithNatalie (2)
• RebeccaDell (2)
• ShaynaDix (8)
• StudyAbroad (1)
• Technology (5)
• TheCollegeExperience (23)

rss_feed RSS Feed

Contact UNC

Social media.

• UNC Overview
• Awards & Accolades
• Organizational Chart
• Strategic Plan
• Accreditation
• Student Consumer Information
• Sustainability
• Accessibility Statement
• Office of Admissions
• Bear in Mind Podcast

Page Last Updated: Today | Contact for this Page: Office of Admissions

Privacy Policy | Affirmative Action/Equal Employment Opportunity/Title IX Policy & Coordinator

Undergraduate Research in Anthropology

At the heart of anthropological practice is the process of posing meaningful questions, planning research, collecting and analyzing data or other materials, and coming up with an original contribution to knowledge. The Department of Anthropology encourages undergraduate students to engage in research in a variety of settings: in their courses, in work as research assistants, and in guided inquiries of their own—often leading to a senior essay. Past student research projects have taken place in international settings, in many parts of the United States—including in New Haven—and in the collections and laboratories at Yale, both in and well beyond the department’s own facilities. In a number of cases, our students have gone on to publish, present, and/or exhibit their innovative anthropological work. 

This page offers a set of resources for undergraduates wishing to pursue research in anthropology, whether or not they are declared anthropology majors. Students should also spend some time familiarizing themselves with general undergraduate research resources, as no single listing can capture the full spread of research possibilities in such a wide-ranging field as Anthropology. 

Although many courses include a component of research, some of our regular undergraduate offerings are specifically designed to introduce students to the methods, ethics, and practice of research in Anthropology. These courses may be particularly useful for students planning senior essays. 

303      Field Methods in Cultural Anthropology

316      Introduction to Archaeological Lab Sciences

376-7   Observing and Measuring Behavior, I and II

394-5   Methods and Research in Molecular Anthropology, I and II

434      Anthro-History: Interdisciplinary Theory and Methods

454      Statistics for Archaeological Analysis

Methods courses in other departments may also be highly relevant and useful. 

Working as a Research Assistant

Some faculty in Anthropology employ undergraduate research assistants in a variety of capacities. If you are interested in this possibility, consider speaking to your professor after class or consult with the DUS. 

Independent Research

The Anthropology Department offers a wide variety of possibilities for senior work. Students contemplating significant independent research leading to a senior essay should consult with the DUS and/or a potential adviser well in advance of their senior year to take advantage of the fullest set of options. Junior year study abroad that includes a research component, a summer field school, or summer independent research, for instance, require significant advance planning. The following resources may also be of help. 

Suggestions for Funding Sources

Many Yale-based sources of funding commonly used by anthropology undergraduates can be found by searching  Yale’s Student Grants and Fellowships Database , the  Office of Fellowship Programs , and/or the  MacMillan Center for International and Area Studies .

In addition, the Anthropology Department is fortunate to be able to offer a number of grants to support attendance at archaeological field schools through Albers and Coe Fellowships. Check  here  for information on international field schools and archaeological projects.

Many of our students combine research projects with a semester abroad. Although most study abroad programs are not explicitly designed for supporting research, a research component can often be added in consultation with a faculty adviser.

In addition to the above sources, College Deans are wonderful sources of information about little known programs and resources. 

Practicalities

Students should consult with their advisers about what kind of training, advance review, and/or other preparation is necessary to carry out the research they are planning. Useful resources include the following: 

Human Subjects Committee Review of Student Projects (IRB)

Undergraduate Travel Policy

Health and Safety

Register your travel

5 Reasons Why Undergraduates Should Do Research

• by Julia Ann Easley
• May 02, 2017

Nearly 40 percent of UC Davis undergraduates participate in hands-on research. On the occasion of the 28th annual Undergraduate Research, Scholarship and Creative Activities Conference on April 28 and 29 — where more than 700 students presented their work — we introduce you to some students and graduates who shared what they’ve gained. Consider how the research experience can benefit you, too.

1. Exploring career directions

Here is how undergraduate research influenced the direction of three UC Davis students:

​Shadd Cabalatungan started his studies at UC Davis aiming for a career as a veterinarian. Touched by his aunt’s diagnosis with breast cancer, he got involved with research at the UC Davis Comprehensive Cancer Center . That experience was key in changing his direction to pursue a medical degree. He also did research on how drinking by college students affects others who don’t drink. With a degree in sociology , he is now completing his first year as a medical student at Stony Brook University.

Graduating senior Rong Ben, once fascinated by the aesthetics of fashion, is geeking out on how technology can be incorporated so fashion helps solve problems. As a junior, this design major did a research internship with a professor working on wearable technology, including gloves to provide a patient’s vital statistics. “It opened up a new view for me,” said Ben. As a participant in the University Honors Program , Ben designed a grab-and-go coat for safety in an earthquake with protective materials, lighting, emergency food and water, and more. Next up for Ben: the graduate program in fashion enterprise and society at the University of Leeds.

Physics major Mario D’Andrea took a course related to climate neutrality to confirm his desire to study physics in graduate school. He worked with two other students to research waste reduction and carbon sequestration through composting. He enjoyed the research, and it helped confirm his desire to study condensed matter physics in graduate school. “I wish more classes were open-ended like this,” he said.

2. Building transferable skills and enhancing resumes

Graduating senior Julie Beppler has learned a lot about food options in downtown Davis. The managerial economics major analyzed how 49 restaurants use menu design to promote certain items. But more than that, she developed and demonstrated skills that employers seek. Beppler first worked as a research assistant and then pursued this project for her Undergraduate Honors Thesis . It focuses on the cost of production and price of featured menu items as well as their relative healthiness. She taught herself computer programing; learned time management; practiced professional communications as she interacted with restaurant managers; and proved her ability to motivate herself and direct her own work.

Beppler will soon start in the management development program at E. & J. Gallo Winery, so take her word that doing research can also help students find a mentor who can provide letters of recommendation and advice to support their success. Kristin Kiesel , a faculty member in agricultural and resource economics and a mentor to Beppler, agreed: “There is no better way to recommend a student than by having them successfully complete an undergraduate research project.”

3. Learning to publicly advocate for and defend work

“Nerve wracking.” That’s how graduating senior Kathryn Green described her anticipation of presenting for the first time her research on California’s clean car consumer rebate program. Now she’s a UC undergraduate research ambassador. Last quarter, the political science major participated in the policy program at the UC Center Sacramento , which included classes, an internship with the advocacy organization Environment California and a research project.

Presenting the research was a requirement. Green designed a large poster representing her research and, in a session lasting 90 minutes, explained it one-on-one to attendees. She talked about the process and her policy recommendations not only to policymakers and people from the clean car industry, but also to others who were unfamiliar with the topic. “I became almost a teacher,” said Green. “I took my research and explained it to someone who didn’t know about it.”

Based on her success in that venue, Green represented UC Davis at showcase in Los Angeles earlier in April for alumni, donors, regents and other friends of the University of California. “I’m really proud I got to go down and share my research,” she said.

4. Getting a leg up on graduate or professional school

When Becky Fu came to UC Davis in 2008, she was the first in her family to attend college. Nine years later, this genetics and genomics major is preparing to defend her dissertation and graduate from Stanford University with a doctoral degree in genetics and a master’s degree in biomedical informatics. A 2012 graduate from UC Davis, she credits her participation in undergraduate research as foundational to where she is today. “No question about it,” she said. “Without undergraduate research, there would have been no way I got into any of the graduate programs I did.”

As a freshman, Fu heard others talking about research and sought out the Undergraduate Research Center on campus for more information. She went on to do research with two professors; participate in the undergraduate research conference ; publish in Explorations , the UC Davis journal of undergraduate research; be awarded a Provost’s Undergraduate Fellowship to help pay for her research; and win the Chancellor’s Award for Excellence in Undergraduate Research and other awards.

“Having that experience as an undergraduate to fail a lot and expand on the techniques,” Fu said, “was an integral part of being prepared for and getting through the doctoral program.” At Stanford, she is working in the lab of Andrew Fire, who shared the 2006 Nobel Prize for Physiology or Medicine .

5. Contributing knowledge and impacting the world

Annaliese Franz, associate professor of chemistry  and faculty director of the Undergraduate Research Center , sees students experience the joy of discovery and creation through research. “Students really get the chance to create something new as they go into the lab or out into the field or study new policy.”

Fu, the Stanford student, explained how undergraduate research developed a new quest for her: “I wanted to be contributing to a bigger cause, a bigger realm of intelligence, and that’s advancing medical care in general.”

And Green, who did the research on the clean-car rebate program, discovered a new power. “My research told me that an undergraduate can make an impact,” she said. “You don’t have to have a master’s degree or doctorate to make valuable contributions.”

Julia Ann Easley of News and Media Relations supports communication and writes stories at the heart of the university. Her career includes a noble cause, adventures in learning, working with wonderful people and a beautiful green setting.

Subscribe to our majors blog

Primary Category

A Model for Advancing Institutional Effectiveness via Undergraduate Research

To help scale traditional faculty/student models of undergraduate research engagement, institutional leaders can consider research peer mentoring, group-based programs and community-engaged research, write Brett H. Say and Caitlin Pingree.

By  Brett H. Say and Caitlin Pingree

You have / 5 articles left. Sign up for a free account or log in.

With group-based research programs, undergraduates have the opportunity to interact with a community of like-minded peers while also cultivating skills that will lead to further success in academic or professional careers. 

PeopleImages/iStock/Getty Images Plus

University research plays a pivotal role in helping society develop new knowledge, inform action and advance the public good, with university faculty being the primary drivers of research innovation within higher education institutions. While much of the public discourse around improving research outcomes within universities focuses on things like the need for better public communication of research and concerns about program funding and sustainability , an issue less discussed is the value of undergraduate research programs (UGRs) and lack of developed, scalable models for increasing undergraduate research participation.

Current practices used for developing UGRs rely heavily on individual faculty and student mentoring agreements, which, while valuable, are consistently limited due to faculty workloads, student experience or competition among undergraduate students (there are many more students than faculty!). These obstacles make traditional models of undergraduate research engagement unbalanced, difficult to scale and complicated by the variety of research training practices across disciplines.

A high-impact practice that increases student engagement, retention and success—as George Kuh, previous director of Indi a na University at Bloomington’s Center for Postsecondary Research , has found in his work—undergraduate research has incredible potential to help students succeed while also elevating university status, yet standard undergraduate research program guidelines remain loosely defined. Building off years of experience forming our own undergraduate research program and guidance from organizations like the Council on Undergraduate Research , we offer structured options for developing UGR programs in any type of institution and how they can benefit students and higher education organizations alike.

Most Popular

• Open-access expansion threatens academic publishing industry
• Stanford creative writing program laying off lecturers
• Colleges slam Ed Department's proposed attendance policy

Create a Peer Mentoring Program

Pairing undergraduates with faculty mentors is the ideal scenario for undergraduate research training, but increased faculty teaching and service requirements often limits their ability to mentor undergraduate students. Undergraduates are also naturally still learning the research methods of their field.

Universities can help jump-start undergraduate research training through developing mentoring relationships with upper-division students who have already worked with faculty on formal research projects. Not only does this create a pipeline for student research, but it can also help introduce students to a larger research community, creating a sense of belonging for incoming students.

The concept of near-peer mentoring has been shown to contribute to increased student retention and engagement. By using upper-division students as mentors, first-year students can learn about research in their field as early as their first semester, allowing undergraduates to become comfortable in research settings while also breaking down misconceptions about where research happens (e.g., not just the library and lab). The key to the success of these programs, however, is creating structure around student pairings and activities, not just matching students based on interests or majors.

Our office used the following approach to develop a first-year research peer mentoring program:

• Recruit mentors via upper-division undergraduate research programs.
• Match mentors and mentees based on discipline, when possible, but allow flexibility (e.g., if research methods are similar across fields, student discipline may not matter).
• Provide mentors training on effective mentoring practices. We developed a training program based on the mentoring model of cognitive apprenticeship .
• Create program structures and goals. We created a syllabus with weekly program topics and activities (e.g., reflections, identifying potential faculty mentors, etc.). Students should meet in person, when possible, to create a sense of community.

Encourage Group-Based Research

Research is rarely an individual endeavor. Rather, research relies on the intersection of multiple disciplines, often requiring interdisciplinary teams to work together to successfully complete projects. Many traditional models of research mentoring tend to promote an individualistic, isolated approach to research. For undergraduates, this can lead to unnecessary anxiety and potential negative experiences. Mentor absenteeism, interpersonal misalignment, lack of career and psychosocial support, or even abuse of power can be detrimental to a student’s overall interest in research, mental well-being and career trajectory .

Developing group-based research programs, specifically for undergraduates, provides students the opportunity to interact with a community of like-minded peers while also cultivating skills that will lead to further success in academic or professional careers. The facilitated group aspect of these programs combats potential negative outcomes by introducing students to interdisciplinary, group research early in their careers and acclimates students to working successfully with a team, a skill most future employers will value.

In 2023, our office launched a group-based undergraduate research program called the Martinson Applied Projects program. This program, supported by a donor and collaborators across campus, awards funding to faculty projects that encourage (or require) group-based research with undergraduate students. For those familiar, think of it as an internal NSF REU .

Our team developed a two-phase program structure in which students can earn credit throughout the academic year for completing project specific outcomes and preapproved student deliverables, like submitting a national scholarship application or journal publication. We provide faculty with general program structure expectations, removing some of the administrative burden for the faculty and funding for project development that allows operational flexibility.

For students, this program provides a supportive environment where they can learn about research from a subject-matter expert, work toward specific goals and have access to a community of peers that provides interpersonal support.

Editors’ Picks

• ‘Red Wedding’: Storied Stanford Creative Writing Program Laying Off Lecturers
• Universities Hit Back Against Proposed Online Attendance Policy
• Re: Your Recent Email to Your Professor

Promote Community Research Engagement

While most universities know the importance of community engagement, community-engaged research can be a powerful tool for change. This type of research, however, requires special consideration to ensure universities are engaging with their communities appropriately and effectively. The Oxford Handbook of Qualitative Research describes community research as “relational research where all participants change and grow in a synergistic relationship as they work together and strategize to solve issues and problems that are defined by and meaningful to the community.”

Universities often have significant impacts on their communities, for better or worse. By remembering to keep the nature of community research collaborative at its core, universities can ensure their community-based programs are well intentioned and meaningful for the communities with which they work.

At the University of Pittsburgh, we provide unique guidelines for students conducting community-based research and require students to work alongside a faculty mentor familiar with community-based research practices.

It is also important for undergraduate research program administrators to make sure they are following university guidelines for community engagement. Our Office of Engagement and Community Affairs provides resources for community-engaged scholarship and can provide important perspectives that those solely operating in the research world might not have.

Development of community-engaged research guidebooks, like at the University of Michigan , for example, also provides students and faculty guiding principles for their community research programs. Universities should consider the implementation of such a guidebook to reinforce and standardize the expectations of current and future community research programs.

Focus on Increased Student Representation and Participation

Our team knows misconceptions about what research looks like and where it is done are some of the main deterrents keeping undergraduate students from considering research experiences. Students in professional fields (e.g., business or nursing) and students in the arts are particularly likely to feel that research is “not for them.”

The reality, however, is that research isn’t bound by discipline—it belongs to the arts and the sciences and it’s conducted by artists and engineers. Nevertheless, many view research as a niche field conducted solely by academics. These misconceptions can be especially detrimental for first-generation students or students from historically underrepresented backgrounds who may benefit greatly from this high-impact practice.

Research also excels at teaching soft skills, such as project management, communication and interdisciplinary collaboration, while also helping students build professional networks and a sense of community within their schools.

To combat these misconceptions and increase student research engagement, we took the following approach:

• Create workshops and informational materials that help students understand what research looks like across disciplines and industries.
• Collaborate with institutional partners whose goals align with increasing student engagement and representation. At Pitt, the TRIO McNair , Bridges and Kessler Scholars programs seek to engage first-generation students and students from historically underrepresented backgrounds in research activities.
• Incorporate course-based undergraduate research experiences into major requirements across disciplines. The Council on Undergraduate Research provides excellent guidance for developing course-based activities.

Institutional Benefits of Undergraduate Research Development

By using the guidelines provided here, institutions can incorporate scalable undergraduate research programs that both benefit students and contribute to larger institutional goals.

• Increased research status. With the recent update to the Carnegie classification criteria for research institutions , investing in undergraduate research can help universities increase institutional status via increased spending on research initiatives and retention of undergraduate students who wish to pursue doctoral degrees or apply to prestigious national scholarships (e.g., NSF REUs, GRFPs, etc.).
• Student retention. As a high-impact educational practice, undergraduate research has been shown to improve educational outcomes for students across disciplines. Our programs specifically focus on developing research communities and activities that create a sense of belonging and achievement within and outside the classroom.
• Research communication. The more universities invest in undergraduate research, the more potential there is for conversation about research to reach the public. Students who participate, particularly in interdisciplinary programs, gain more experience discussing their work with others and comparing and understanding the significance of their work in a broader context. This can lead students to feel more confident in promoting their work to those outside of academia (e.g., families, friends, employers, etc.), thus making research accessible to all. Also, when research discussion reaches the public, it enables universities to better advocate for the importance and societal impact of their work.
• Increased inclusiveness and service. When universities work closely in tandem with their communities to help make positive changes that are important to the people, they position themselves as a positive, helpful force in their community rather than a potentially negative one. Increased representation and equal opportunities for students through targeted research programs also continue to deconstruct stereotypes surrounding who can do research and where it is done, which can lead to increased undergraduate research participation in students from diverse backgrounds.

Closing Thoughts

To recruit and train future leaders across fields and promote the important research colleges and universities contribute to society, higher education institutions must move toward a more holistic approach to research engagement that considers undergraduate students as an integral part of the research enterprise.

While faculty and graduate programs should still be the foundation of any research university, engaging more undergraduate students ensures we are able to help students develop important skills they can bring to any industry, open career paths students may never have considered and enable higher education to better communicate the importance of our research to the general public.

Brett H. Say served as director of research programs for five years in the David C. Frederick Honors College at the University of Pittsburgh. He now works within the Data Analytics Team in the Office of the Provost. Caitlin Pingree is administrative assistant to the Frederick Honors College Office of Research.

Academic Publishers Threatened By Open-Access Expansion

Critics say a directive to make federally funded research immediately free to the public could violate authors’ copyr

Share This Article

More from views.

In Defense of the AAUP’s Statement on Boycotts

John K. Wilson opposes academic boycotts but supports the AAUP’s controversial new statement nevertheless.

‘In Pursuit’: The Power of Epistemic Humility

Elizabeth H. Bradley and Jonathon S.

Where Progressive Illiberalism Reigns

Litigation stemming from antisemitism on campuses shows that colleges must revive their commitments to freedom and to

• Become a Member
• Sign up for Newsletters
• Learning & Assessment
• Diversity & Equity
• Career Development
• Labor & Unionization
• Shared Governance
• Academic Freedom
• Books & Publishing
• Financial Aid
• Residential Life
• Free Speech
• Physical & Mental Health
• Race & Ethnicity
• Sex & Gender
• Socioeconomics
• Traditional-Age
• Adult & Post-Traditional
• Teaching & Learning
• Artificial Intelligence
• Digital Publishing
• Data Analytics
• Administrative Tech
• Alternative Credentials
• Financial Health
• Cost-Cutting
• Revenue Strategies
• Academic Programs
• Physical Campuses
• Mergers & Collaboration
• Fundraising
• Research Universities
• Regional Public Universities
• Community Colleges
• Private Nonprofit Colleges
• Minority-Serving Institutions
• Religious Colleges
• Women's Colleges
• Specialized Colleges
• For-Profit Colleges
• Executive Leadership
• Trustees & Regents
• State Oversight
• Accreditation
• Politics & Elections
• Supreme Court
• Student Aid Policy
• Science & Research Policy
• State Policy
• Colleges & Localities
• Employee Satisfaction
• Remote & Flexible Work
• Staff Issues
• Study Abroad
• International Students in U.S.
• U.S. Colleges in the World
• Intellectual Affairs
• Seeking a Faculty Job
• Advancing in the Faculty
• Seeking an Administrative Job
• Advancing as an Administrator
• Beyond Transfer
• Call to Action
• Confessions of a Community College Dean
• Higher Ed Gamma
• Higher Ed Policy
• Just Explain It to Me!
• Just Visiting
• Law, Policy—and IT?
• Leadership & StratEDgy
• Leadership in Higher Education
• Learning Innovation
• Online: Trending Now
• Resident Scholar
• University of Venus
• Student Voice
• Academic Life
• Health & Wellness
• The College Experience
• Life After College
• Academic Minute
• Weekly Wisdom
• Reports & Data
• Quick Takes
• Advertising & Marketing
• Consulting Services
• Data & Insights
• Hiring & Jobs
• Event Partnerships

4 /5 Articles remaining this month.

Sign up for a free account or log in.

• Sign Up, It’s FREE

• About the OUR
• Definitions
• Request a Consultation
• Request a Presentation
• Faculty & Staff Home
• Research Mentors
• What Other Faculty Are Saying
• CURE—Purdue Home
• Get Started in CUREs
• Previous Participant Information
• CURE Resources
• Get Started
• Successful Mentoring
• Mentoring Resources
• Find a Student Researcher
• Add Research to Your Course
• Mentoring FAQs
• Mentor Training
• Council on Undergraduate Research
• Research Roundtable
• Summer Research Program Information
• Consultation Request
• Students Home
• Search Opportunities
• Online Course Series
• OUR Scholars
• What Current Undergraduate Researchers Are Saying
• Undergrad Research Pitch Competition
• Get Published
• Market Your Research Experience
• Schedule an Appointment
• Undergraduate Research Society of Purdue
• OUR Ambassadors
• Conferences Home
• Fall Expo Information
• Fall Expo Deadlines
• Judge Registration and Information
• Photo Gallery
• Fall Expo Archives
• Spring Conference Information
• Conference Deadlines
• Conference Archives
• Celebrate Purdue's Thinkers, Creators, and Experimenters
• Celebrate FAQs
• Celebrate Archives
• Summer Symposium Information
• Past Abstracts
• Additional Purdue Conferences
• Scholarships & Grants
• OUR Scholarship
• Non-OUR Grants
• Faculty & Staff
• Purdue Program Matrix Reporting

Purdue Undergraduate Research Program Matrix

The purposes of the Undergraduate Research (UR) Program Matrix are to:

• Provide Purdue faculty, staff, and students with a single source summary of UR programs.
• Give UR programs, administrators, and mentors broader and inclusive marketing to prospective student researchers.

Submit a UR Program

The UR Program Matrix Qualtrics survey link  ( PDF of questions to prepare responses ) includes required and optional information to provide consistent information to faculty, staff, and students in West Lafayette and Indianapolis.

To create the first version of the matrix, programs should be submitted by September 3, 2024. Updated matrices will follow a regular schedule to be determined later.

Are you a student?

Check out the Search Opportunities page for current information on UR programs or OURConnect for available projects.

Frequently Asked Questions

• Has a structure with a larger programmatic or overarching goal.
• Includes multiple undergraduate research students within the year.
• CUREs can be included if there is iteration and scale.
• Fits the definition of an undergraduate research experience.

If your program does not meet these criteria, you may have a project (see below) or contact [email protected]  to get clarification.

The OUR is available for  consultations with faculty and staff to assist at any stage of program and project development.

• CURE—Purdue Program

Info Sessions, Advising, and Workshops

In weekly information sessions, undergraduate research advisors answer questions and talk about strategies for getting involved in undergraduate research at UT. Info sessions are open to students from all disciplines and majors.

Students who attend an info session or advising will be given access to resources on the OUR Canvas page and added to the undergraduate research listserv .

Fall 2024 OUR Info Sessions

Online info sessions will run weekly throughout the semester on Mondays at 2 p.m. In order to receive the Zoom information, you will need to register .

Can’t make an info session? Check out our ‘Getting into research’ videos to get started on your path towards undergraduate research!

UT undergraduates who are unable to attend an info session can meet with an advisor from the Office of Undergraduate Research to learn about the process for finding an undergraduate research opportunity. Use the schedule below to view available times and book an appointment. More appointment times will be added throughout the semester.

SCHEDULE AN APPOINTMENT

Types of Advising

• Individual advising – Learn about the benefits of research, what undergrad research looks like at UT, and ways of connecting with faculty mentors.
• Connecting with mentors – For students who have already attended individual advising or an info session, or are at the stage of needing additional help connecting with mentors.
• Poster design help – Get feedback and guidance on research poster design.
• Other research topics – Speak with an advisor about other research topics (funding, conferences, publications, unexpected challenges, etc.)

If you do not see an appointment for a time when you are available, you may contact our office in order to schedule an appointment to fit both your and our advisors’ schedules.

An undergraduate research advisor can also help you to

• narrow down your research focus
• finalize your list of professors to contact
• fine-tune your outreach email to professors
• give you tips on how to communicate your research interests to professors
• find funding sources such as scholarships and grants for your research
• recommend where to present or publish your work
• find a summer program for research
• know your options for course credit

Advisors are also available to support students who have already attempted to get involved with undergraduate research but have faced challenges in doing so. Learn more about our research placement advising here .

Virtual Workshops

Please register for workshops in advance .

Applying for research funding

Many sources of research funding, including the Undergraduate Research Fellowship, require a detailed proposal and budget. Find out more about the URF application process, as well as general tips for applying to other sources of funding. This workshop will take place on Zoom Thursday, Jan. 25 at 11 a.m. and again on Monday, Jan. 29 at 3 p.m.

Poster design workshop

Research posters are a key method of communicating research in the sciences, so we invite you to learn about creating and presenting research posters at our poster design workshop. We’ll discuss the organization and goals of poster sessions; design principles that will help you present key information on a poster in a visually appealing way; and strategies for discussing your work with poster session attendees. Poster design workshops will take place on Zoom throughout the semester; check back soon for more details.

Recordings of our Zoom workshops are available on the OUR Canvas page .

FIG Mentor Resources

Are you a FIG mentor looking to connect your students with resources on undergraduate research? Request a visit to your FIG and learn about other resources we can share.

Undergraduate Research and the Difference It Makes for LGBTQ+ Students

Scholarship and Practice of Undergraduate Research Journal

• Journal Home
• Submissions

More Articles in this Issue

Undergraduate research: changing the culture at community colleges, public intellectuals: a better model for scholars of color, building faculty-student research teams via a vertically integrated project (vip) framework, intentional efforts toward an inclusive undergraduate research environment for underrepresented students, partnerships, participation, and equity in undergraduate research.

Northern Arizona University (NAU) has been operating a National Science Foundation–funded Research Experiences for Undergraduates program for 18 years. The program works with tribal and community college faculty to recruit students traditionally underrepresented in the sciences for a 10-week summer research experience at NAU. Since 2006, 77 percent of the 83 participants have been from ethnic or racial groups underrepresented in the sciences. A total of 53 students from two-year tribal or community colleges participated, and at least 30 students (57 percent) transferred to a four-year institution. Building authentic interactions with tribal colleges and collaborations in tribal college program development, faculty development, and research programs and finding ways to encourage students to enroll in graduate school are ongoing parts of the program.

Expanding Undergraduate Research Experiences for Underrepresented Students: The Arnold L. Mitchem Fellowship Program at DePaul University

In 2011, DePaul University established the Arnold L. Mitchem Fellowship Program to support graduate school preparation for first-generation, low-income, and underrepresented second-year students. The program aims to advance students’ academic and career paths through an early research experience where students create literature reviews that reflect their lived experiences, are critical of society, and motivate them to pursue avenues of inquiry within their fields. The program also serves as a pathway for students interested in the federally funded McNair Scholars Program at DePaul. By participating in the Mitchem Program, students can enhance their academic profiles in preparation for future undergraduate research opportunities and graduate school.

Alliance for Change: Broadening Participation in Undergraduate Research at California State University

Engagement in high-impact practices such as undergraduate research can dramatically improve academic and developmental outcomes; traditionally underserved students (including underrepresented minorities and firstgeneration students) often experience outsized benefits from these academic experiences. The California State University Louis Stokes Alliance for Minority Participation (CSU–LSAMP) program provides wide-ranging scaffolding and support to underrepresented students, seeking to increase the participation of individuals who face or have faced social, educational, or economic barriers to careers in science, technology, engineering, and math (STEM). The authors provide a description of the undergraduate research and supplementary programs supported by the CSU–LSAMP program at California State University Monterey Bay and other CSU campuses and present outcome data highlighting the benefits of leveraging undergraduate research engagement to increase participation of underserved groups in STEM.

How Science Plays Are Building Interdisciplinary Bridges in the Classroom and Inspiring Undergraduate Research and Creative Activity

For 12 years, Denise Gillman has taught the course Science on the Stage at Christopher Newport University in Newport News, Virginia. The plays studied awaken intellectual curiosity and understanding of human nature and complex scientific ideas within the framework of a good story and can do so for students of every major. This article presents how science-themed plays build interdisciplinary bridges in the classroom, create collaborative inquiry-based learning models, and launch creative research pathways for undergraduates. It explores the use of these plays as an interdisciplinary springboard by sharing exercises and writing assignments that engage various learners. It also exemplifies, through student work and two case studies, how students’ research and creative investigation of these plays have originated questions that explore urgent problems and led them into capstone experiences, research projects, and conference presentations.

Undergraduate Research for Student Engagement and Learning

Undergraduate research highlights – summer 2018.

SUBSCRIPTION

SPUR advances knowledge and understanding of novel and effective approaches to mentored undergraduate research, scholarship, and creative inquiry by publishing high-quality, rigorously peer reviewed studies written by scholars and practitioners of undergraduate research, scholarship, and creative inquiry. The SPUR Journal is a leading CUR member benefit. Gain access to all electronic articles by joining CUR.

University of Notre Dame

Undergraduate Admissions

Stories & News

• Home ›
• Visit & Engage ›
• Stories & News ›
• A Q&A with Chemistry Major Zachary Koh '26 on Pursuing Undergraduate Research at Notre Dame

A Q&A with Chemistry Major Zachary Koh '26 on Pursuing Undergraduate Research at Notre Dame

Published: August 28, 2024

Author: Jessica Frazier

Zachary Koh ’26, a chemistry major with a neuroscience concentration through the Notre Dame College of Science and a  bioengineering minor though the College of Engineering , is deeply involved in research at Notre Dame, participating in three different projects. In this Q&A, he discusses how he found these opportunities, his experience traveling abroad for the six-week Neuroscience program in London , shares advice for incoming students eager to pursue similar paths, and reflects on the lessons he has learned throughout his journey.

Why did you choose Notre Dame:

I knew I wanted to come to Notre Dame after my first Singapore club meetup. The alumni and current students spoke at length about the strong sense of community and how impactful that was in their personal journey. I remember distinctly how one alumni said: “These friends that you meet at ND will not only be your groomsmen; they will also be your pallbearers.” That struck a chord with me and I’ve never looked back since.

What are you researching?

I’m involved in three research projects here on campus! Two of them are with The Smith Lab ; I am working on a computational biology project to map out how sensory axons connect with spinal circuits in zebrafish, and a developmental neurobiology project to study how sensory neurons become organized during nervous system construction. I am also working with Dr. Vural to train an AI model to mimic the symptoms of mental disorders such as schizophrenia to be able to diagnose them.

What was the process to get involved in undergraduate research?

For The Smith Lab, I started by looking up what each lab did in the neuroscience faculty. Dr. Smith’s research truly intrigued me, so I emailed him! Don’t be afraid to do this as professors are more than happy to have a chat with you, and can even direct you to other professors if they don’t have availability in their lab or may even suggest a better fit in another lab. Another way to get into research is through the professors you take classes with. That’s how I started working with Dr. Vural; my teammate and I wanted to turn our term paper for our “Physics of the Brain” class into a research project.

Why is this research important to you?

Neuroscience research is very fascinating as there is still so much to learn and discover in this field. Specifically, I am interested in prosthetics and man-made neural circuits—of how we can integrate the human nervous system and machinery seamlessly! Wouldn’t it be cool if one day we could have exact replacements, or even upgrades, of appendages?

How my researching funding works:

There are so many opportunities given to us undergrads. I work closely with Flatley Center for Undergraduate Scholarly Engagement (CUSE) when it comes to writing proposals and applications for grants and fellowships. Additionally, I was given funding to continue my research over the summer through the College of Science Summer Undergraduate Research Fellowships (COS-SURF) .

Studying abroad in London with the Neuroscience program:

I took two classes in London: “The Neuroscience of Love, Hate, and Human Relationships” and “Outwit, Outplay, Outlast: The Dynamics of Survivor.” These were two really interesting classes which actually complemented each other—studying the game theory behind solving problems logically, then learning why people don’t make logical decisions when their emotions are involved. My advice to anyone going abroad: fully embrace the experience. I was out of my comfort zone, not knowing a single person going into this trip. But now, we’re very close friends, meeting up every week for lunch. Make the most of it! Use weekends and holidays to travel to other parts of Europe and immerse yourself in different experiences and cultures.

What I love about doing research at Notre Dame:

I love research, and here at ND we’re surrounded by like minded people; it is never a competition with your peers and they too, want you to succeed. This collaborative research community is one that builds you up to prepare you for your future endeavors.

• A Q&A with Neurosicence Major Maeve Mastri '26 on Undergraduate Research in Ireland
• Economics Major Abbey Donahue '25 on her Research of Poverty Solutions in Notre Dame’s Lab for Economic Opportunities

Understanding Mood Disorders: A Q&A with Jane Stallman '25 on Research in the Cognition and Emotion Lab